Functional language: asking for a favour
To provide presentation and practice of the target structures for the function "Asking for a favour".
To provide fluency speaking activity in the context of role-play.
Procedure (39-56 minutes)
1.- Divide the students into pairs. -give each pair 4 pictures. Task: look at the pictures. Discuss in pairs what favours are these people doing for their friends, neighbours and colleguaes? -Make a list of other common favours you might ask somebody to do? 2.In pairs: Ask and answer these questions (questions are written on the board): 1).Do you feel comfortable asking favours? How do you feel when someone asks you for a favour? 2),When was the last time you asked somebody to do you a favour? What was it? 3). When was the last time somebody asked you to do them a favour? What was it? Did you grant the favour or did you have to refuse it?
1.listening for gist: Listen to the four conversations and answer three questions: -what you think the relationship between the people is (friends, family, neighbors etc); -where they are; -what favor is being asked; Peer checking. 2. Listen for specific information: -how does the person asked reacted? -does he/she grant or refuse the favour? Whole group checking.
1. Look at these three ways of asking for a favour. What is the most direct? (Sentences are written on the board): -I was wondering if you could help me with something? -Can you do me a favour? -Do you think I could borrow? I'll highlight that the longer the structure of the question, the more indirect and (usually) more polite and formal it is. The longer the sentence, the more you expect to hear "no" in response.
Complete the table on the board: 1. Granting a favour/reluctant acceptance/refusing a favour. First in pairs students think of possible phrases to fill in three columns. 1). Granting a favour: sure, no problem; yes, of course, yes, I can do that. 2). Reluctant acceptance: go on then, well, perhaps in that case, since you put it that way... 3). Refusing a favour: I'm really sorry, but; sorry, I'm afraid I can't. First students work in pairs, then I'll elicit from each pair their phrases and add mine if they haven't' thought about them. ! Drill the pronunciation randomly with different students.
Optional activity: work with a partner: take in turns to role-play asking for a favour and giving reply. -as two friends; -as two acquaintances or colleagues;
Role play: divide students into three groups of four: and give them four cards (with roles); they should ask for a favour and grant/reluctantly accept/refuse the favour. Whole group feedback: one example from each group.
i'll write a couple of mistakes with the target language and elicit from students the correct variants by asking: What's wrong with it?